| Description |
x, 308 pages : illustrations ; 24 cm |
| Contents |
SECTION I: ONLINE LEARNING AND ASSESSMENT -- CHAPTER 1: The Value of Embedded Formative Assessment -- CHAPTER 2: Empowering Learners to Engage in Authentic Online Assessment -- CHAPTER 3: Assessing Technology-Enhanced Learning -- CHAPTER 4: Students as Assessors and Assessees in an Era of Social Media -- CHAPTER 5: Assessment Methods in Online Graduate Courses CHAPTER 6: Online Course Dynamic Design Informed by Student Response and Formative Assessment CHAPTER 7: Using Embedded Audio Feedback for Formative Assessment Purposes in Teaching About English Language Learners -- CHAPTER 8: Assessment Strategy for Self-Paced Online Learning -- SECTION II: BLENDED LEARNING AND ASSESSMENT -- CHAPTER 9: Student Assessment in a Blended Learning Environment -- CHAPTER 10: Continuous Formative Assessment During Blended and Online Instruction Using Cloud-Based Collaborative Documents CHAPTER 11: Blended Learning and Assessment Through Dynamic Digital Portfolios -- CHAPTER 12: Strategies for Success -- CHAPTER 13: Discussions in Online and Blended Learning -- CHAPTER 14: Criterion-Referenced Language Assessment in Blended Environments -- CHAPTER 15: Framework for Assessment From an Institutional Perspective |
| Summary |
"Online and blended learning requires the reconstruction of instructor and learner roles, relations, and practices in many aspects. Assessment becomes an important issue in non-traditional learning environments. Assessment literacy, i.e., understanding assessment and assessment strategies, is critical for both instructors and students in creating online and blended environments that are effective for teaching and learning. Instructors need to identify and implement assessment strategies and methods appropriate to online or blended learning. This includes an understanding of the potential of a variety of technology tools for monitoring student learning and improving their teaching effectiveness. From the students' perspective, good assessment practices can show them what is important to learn and how they should approach learning; hence, engaging them in goal-oriented and self-regulatory cognitions and behaviors. The book targets instructors, instructional designers, and educational leaders who are interested in understanding and implementing either summative or formative assessment in online and blended learning environments. This book will assist the relevant audience in the theory and practice of assessment in online and blended learning environments. Providing both a research and practice perspective, this book can help instructors make the connection between pedagogy and technology tools to maximize their teaching and student learning." |
| Bibliography |
Includes bibliographical references |
| Subject |
Education, Higher -- Computer-assisted instruction.
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Teaching -- Computer network resources.
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Blended learning.
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Computer-assisted instruction -- Evaluation.
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Web-based instruction -- Evaluation.
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Group work in education -- Evaluation.
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| Author |
Koç, Selma, editor
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Liu, Xiongyi, editor
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Wachira, Patrick, editor
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| ISBN |
9781681230443 (paperback) |
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9781681230450 (hardback) |
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